Civic Engagement Lesson Plan for Kindergarten by Laura Tebbens
1.2 K.E Identify parts of a book (title, author) and parts of a text (beginning, details, and end).
5.3.K.B Identify the role of adults in authority at home or in school
AL.4 Learning through Experience
Learning Outcomes:
The learner will relate that text is organized in a predictable format, identify title and author, and identify the beginning, details, and end of a text.
The learner will identify people of authority within the school community (e.g., principal, teachers, guidance counselor) and name authority figures at home. (e.g., grandmother, father, mother).
The learner will participate in a mock election by casting a ballot and counting the votes to determine the winner.
Lesson Introduction:
Tell the students that we will be reading the book, Duck for President, by Doreen Cronin. Look at the front and back covers and talk about the title and pictures. Why does the illustrator emphasize red, white, and blue colors? Why might Duck be standing at the microphones? Why do you think there are balloons and hats in the picture? Explain that when the story begins, Duck is unhappy with his present job on the farm. What are some things he can do about that? Activities/Procedures:
Ask students to sit on the story rug. Tell them the author's (Doreen Cronin) and illustrator's (Betsy Lewin) name. Read Duck for President aloud. Pause to introduce new vocabulary such as election, ballot, campaign trail, governor, etc. After the children enjoy the book, ask them to summarize the story and retell the main plot points. Talk about how important the role of president is to our country. Ask children to identify other people of authority in their lives (parents, principal, grandparents, etc.). Ask students why it is important for them to obey and respect these authority figures.
Explain to the students that we will be having our own election. I would like to know who they think should be president- Farmer Brown or Duck. What qualities should a good president have? Why would Farmer Brown make a good president? Why would Duck make a good president? What about the leaders/authorities in their own lives? Do these people also possess similar qualities? Students will be using a ballot to vote and will fill out the ballot in a voting booth. Show them the ballot with Farmer's and Duck's name. Make certain they understand that they may only vote for one candidate, and they should not discuss who they voted for or try to influence others. Explain that voting is private and that is why we are using the voting booth. Invite children individually to the voting booth to fill out the ballot. Instruct them to fold the ballot and place it in the ballot box. Give them an "I voted today" sticker. After voting is complete, count the number of votes for each candidate. Closing and Assessment:
Have students return to their seats. Distribute glue sticks and scissors. Hand out the Duck for President sequencing chart and ask children to write their names on it. Read the labels on each picture aloud. Have them cut out the six pictures, and glue them down in the correct order of events. You can create your own sequence cards, or you can find them online - https://www.teacherspayteachers.com/Product/Duck-for-President-Sequence-Chart-398914 Suggestions on Differentiating:
To make this easier, students can work together in small groups on the sequencing chart.
To make this more difficult, students can write a sentence on the back of their sequencing chart describing who won our classroom election (e.g., 'Farmer Brown won the election!' or 'Duck won the election!') and draw a coordinating picture.
- 1.2 K.E Identify parts of a book (title, author) and parts of a text (beginning, details, and end).
- 5.3.K.B Identify the role of adults in authority at home or in school
- AL.4 Learning through Experience
Learning Outcomes:- The learner will relate that text is organized in a predictable format, identify title and author, and identify the beginning, details, and end of a text.
- The learner will identify people of authority within the school community (e.g., principal, teachers, guidance counselor) and name authority figures at home. (e.g., grandmother, father, mother).
- The learner will participate in a mock election by casting a ballot and counting the votes to determine the winner.
Lesson Introduction:Tell the students that we will be reading the book, Duck for President, by Doreen Cronin. Look at the front and back covers and talk about the title and pictures. Why does the illustrator emphasize red, white, and blue colors? Why might Duck be standing at the microphones? Why do you think there are balloons and hats in the picture? Explain that when the story begins, Duck is unhappy with his present job on the farm. What are some things he can do about that?
Activities/Procedures:
Ask students to sit on the story rug. Tell them the author's (Doreen Cronin) and illustrator's (Betsy Lewin) name. Read Duck for President aloud. Pause to introduce new vocabulary such as election, ballot, campaign trail, governor, etc. After the children enjoy the book, ask them to summarize the story and retell the main plot points. Talk about how important the role of president is to our country. Ask children to identify other people of authority in their lives (parents, principal, grandparents, etc.). Ask students why it is important for them to obey and respect these authority figures.
Explain to the students that we will be having our own election. I would like to know who they think should be president- Farmer Brown or Duck. What qualities should a good president have? Why would Farmer Brown make a good president? Why would Duck make a good president? What about the leaders/authorities in their own lives? Do these people also possess similar qualities? Students will be using a ballot to vote and will fill out the ballot in a voting booth. Show them the ballot with Farmer's and Duck's name. Make certain they understand that they may only vote for one candidate, and they should not discuss who they voted for or try to influence others. Explain that voting is private and that is why we are using the voting booth. Invite children individually to the voting booth to fill out the ballot. Instruct them to fold the ballot and place it in the ballot box. Give them an "I voted today" sticker. After voting is complete, count the number of votes for each candidate.
Closing and Assessment:
Have students return to their seats. Distribute glue sticks and scissors. Hand out the Duck for President sequencing chart and ask children to write their names on it. Read the labels on each picture aloud. Have them cut out the six pictures, and glue them down in the correct order of events. You can create your own sequence cards, or you can find them online - https://www.teacherspayteachers.com/Product/Duck-for-President-Sequence-Chart-398914
Suggestions on Differentiating: